In the era of globalization and technological advancements, virtual education is being utilized as an educational method, and various tools have been created to evaluate and improve it. Formative evaluation is a method that helps improve learning outcomes in virtual education. This research aims to examine the lived experiences of professors regarding formative evaluation during the period of virtual education. The present study was conducted qualitatively with a phenomenological design. Semi-structured qualitative interviews were used to collect data. In this study, 10 professors from Bu-Ali Sina University were selected as participants. Using purposive sampling and conducting 10 interviews, the data reached saturation and were recorded both visually and audibly, then transcribed into text using MAXQDA software. The interview data were analyzed through three stages of open coding, axial coding, and selective coding to categorize the concepts and categories. An in-depth analysis of the professors' viewpoints led to the identification of factors in three domains. The findings of the research showed that the quality of students' learning, based on the implementation of formative evaluation, was meaningful and qualitative learning. Additionally, two major challenges, including weaknesses in the evaluation culture and human resources, and weaknesses in infrastructure and facilities were identified. Strengthening the pedagogical knowledge of professors was also observed as the most important strategy to improve the quality of formative evaluation. Consequently, attention to these factors can lead to the high-quality implementation of formative evaluation in the period of virtual education.
